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Teachable Tidbit: Energy Transformations in Plants (Photosynthesis and Respiration)

Biology/Chemistry Interface: Teachable Unit. Teachable Tidbit: Energy Transformations in Plants (Photosynthesis and Respiration) Alexie McNerthney, Annie Crater (Portland Community College) Benjamin Simon, Lalita Calabria, Lauren Troyer, Richard Weiss (The Evergreen State College).

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Teachable Tidbit: Energy Transformations in Plants (Photosynthesis and Respiration)

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  1. Biology/Chemistry Interface: Teachable Unit Teachable Tidbit: Energy Transformations in Plants (Photosynthesis and Respiration) Alexie McNerthney, Annie Crater (Portland Community College) Benjamin Simon, Lalita Calabria, Lauren Troyer, Richard Weiss (The Evergreen State College)

  2. Biology/Chemistry Interface: Teachable Unit

  3. Context • Topics explored previously in this Introductory Biology or Plant Biology class • Structure and function of chloroplasts and mitochondria • Role of chemiosmosis • Potential and chemical energy conversions • Reactants and products for photosynthesis • Reactants and products for respiration

  4. Learning Outcomes • Compare and contrast photosynthesis and respiration • Which processes are common to both plants and animals • Which processes are unique to each • Practice using the scientific method to: • Form a hypothesis • Interpret data

  5. (Discuss with small groups) Scenario: You are a farmer trying to eliminate an invasive plant on your farm but you don’t want to kill the beneficial pollinating insects like bees and moths. You tested two chemicals for effectiveness. Product 1 killed the plants, but also killed insects. Product 2 killed only the plants. Generate hypotheses to explain these observations. Be prepared to share your reasoning behind your hypotheses. (5 minutes)

  6. (Formative Assessment) You apply the different herbicides to germinating seeds. Product 1 targets which metabolic process that is not targeted by product 2? Control Product 1 Product 2 A. chemiosmosis B. photosynthesis C. respiration D. regeneration of Rubisco E. ATP production

  7. (Formative Assessment) You apply the different herbicides to germinating seeds. Product 1 targets which metabolic process that is not targeted by product 2? Control Product 1 Product 2 A. chemiosmosis Why is the answer “C” and not “A” or “E”? …A and E both occur in mitochondria also. B. photosynthesis C.respiration D. regeneration of Rubisco E. ATP production

  8. Your neighborhood wants to use a product to control dandelions at the park without harming the animals. Experimental data on the two products are shown below. CO2 concentration in leaves was measured after different treatments (red arrow). When interpreting the graph below recall that atmospheric CO2 concentration is about 390 ppm. Which product would you want to use? (Summative Assessment) Note: could be a free answer or sequential t/f question

  9. Alternate Scenario You are a restoration ecologist at a local prairie. You are trying to eliminate an invasive grass that is outcompeting native grasses. In the trials you tested two herbicides for effectiveness. Herbicide 1 killed the grass, but also killed an endangered butterfly. Herbicide 2 killed only the grass. Generate hypotheses to explain these observations. Be prepared to share your reasoning behind your hypotheses. (5 minutes)

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